南非学前教育管理体系研究

发布时间：2018-10-17 12:39

【摘要】：南非是非洲大陆重要国家之一。自古以来,中南两国互通有无、友好交往。新南非成立以来,尤其是南非加入“金砖国家组织”,两国间政治、经济和文化教育交流日益频繁。对南非教育领域的研究必然会影响到两国在教育方面的交流与合作。南非教育包括学前教育研究已经成为国家重要研究课题。我国学者不断关注南非教育,但是对学前教育领域的研究却相对缺乏。因此,对南非学前教育的研究具有重要理论意义和学术价值。在旧南非时期,欧洲殖民者入侵南非,打破了当地土著人的原有生活,但客观上也带来先进的生产方式和教育理念。自二十世纪以来,受英国殖民统治的影响,南非承继了英国教育体系。1948年以后,政府通过各种法规和政策,将种族隔离制度合法化和制度化。在这些现实因素影响下,南非黑人和白人在生活和文化教育方方面面实行“隔离”,主要表现在以下几个方面：在管理机构上,为不同种族设置不同的教育管理机构。教学内容和教学方式也存在显著差异,白人儿童享有丰富的教育资源和优质的教学环境。而只有少数黑人儿童有机会接受学前教育,其目的也是以服务白人为宗旨。学前教育在种族隔离制度的影响下缓慢发展。 1994年,南非成立民主共和国,标志着种族隔离制度废除。南非教育迎来崭新的发展时期。在学前教育领域,对学前教育的管理体系进行深入探究主要体现在一下几个方面：在学前教育的性质和功能定位上,南非学前教育被作为是终身教育的起点,人生的奠基阶段,儿童尤其是处境不利儿童生存和发展保障,消除种族歧视影响,实现教育公平,促进社会稳定的有效手段；在办学体制上,确立了以学前教育阶段为起点的,包括小学、中学、大学和研究生的教育体系,设立各种学前教育不同类型服务机构满足儿童需求；在管理体制上,南非形成了以政府为主导,地方自治,多部门共同合作管理学前教育事业的模式。探究了不同部门与部门间的具体职能和相互关系；在师资建设上,在了解幼儿教师现状基础上,梳理与教师相关的管理政策和机构,探究教师资格认证体系。在充分研究基础上,归纳南非学前教育管理体系的主要特征,分析其面临的困境与挑战,并预测学前教育发展趋势。最后,结合我国实际情况,探讨南非学前教育管理体系建设对我国学前教育的启示,主要包括以下儿个方面：学前教育发展必须立足本国国情；加快学前教育立法,保障学前教育事业健康可持续发展；坚持教育公平,努力保障学前教育质量；加大国家财政支持力度；不断加强幼儿教师教育管理,努力提高教师质量。
[Abstract]:South Africa is one of the most important countries on the African continent. Since ancient times, China and South Africa have had mutual needs and friendly exchanges. Since the founding of the new South Africa, especially since South Africa joined the BRICS, the political, economic, cultural and educational exchanges between the two countries have become increasingly frequent. The research on South African education will inevitably affect the exchange and cooperation between the two countries in the field of education. South African education including preschool education research has become an important national research topic. Chinese scholars pay more and more attention to education in South Africa, but the research on preschool education is relatively lacking. Therefore, the study of preschool education in South Africa has important theoretical significance and academic value. In the period of old South Africa, European colonists invaded South Africa, which broke the original life of the native people, but also brought advanced production methods and educational ideas objectively. Since the twentieth century, South Africa has inherited the British education system under the influence of British colonial rule. After 1948, the government adopted various laws and policies to legalize and institutionalize apartheid. Under the influence of these realistic factors, black and white people in South Africa are "segregated" in all aspects of life, culture and education, mainly in the following aspects: in governing institutions, different educational management institutions are set up for different races. There are also significant differences in teaching contents and teaching methods. White children enjoy rich educational resources and excellent teaching environment. Only a small number of black children have access to preschool education, with the aim of serving whites. Pre-school education grew slowly under the influence of apartheid. In 1994, South Africa established a democratic republic, marking the abolition of apartheid. Education in South Africa ushered in a new period of development. In the field of preschool education, the management system of preschool education is deeply explored in the following aspects: in terms of the nature and function of preschool education, preschool education in South Africa is regarded as the starting point of lifelong education and the foundation stage of life. Effective means to ensure the survival and development of children, in particular disadvantaged children, to eliminate the effects of racial discrimination, to achieve equity in education and to promote social stability; in the school system, those starting from the pre-school level, including primary and secondary schools, have been established, The university and postgraduate education systems, the establishment of various types of pre-school education services to meet the needs of children; in the management system, South Africa has formed a government-led, local autonomy, The mode of multi-department cooperation in the management of preschool education. It explores the specific functions and relationships between different departments and departments. On the basis of teachers' construction and understanding of the current situation of preschool teachers, it combs the management policies and institutions related to teachers, and probes into the system of teacher qualification certification. On the basis of full research, this paper summarizes the main features of the preschool education management system in South Africa, analyzes the difficulties and challenges it faces, and forecasts the development trend of preschool education. Finally, according to the actual situation of our country, this paper discusses the enlightenment of the construction of the management system of preschool education in South Africa to our preschool education, mainly including the following aspects: the development of preschool education must be based on the national conditions of our country, the legislation of preschool education should be accelerated, We should ensure the healthy and sustainable development of preschool education, insist on the equity of education, strive to guarantee the quality of preschool education, increase the state financial support, and constantly strengthen the management of preschool teachers' education, and strive to improve the quality of teachers.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G619.1

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